Exploring Tarbiyah in Islamic Education: A Critical Review of the English- and Arabic-Language Literature

• Published in: Education sciences Vol. 15; no. 5; p. 559
• Main Author: Abdalla, Mohamad
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.05.2025
• Subjects: Arabic language; Arabic literature; Comparative Analysis; Comparative Education; Criticism; Data Analysis; Definitions; Dictionaries; Discourse analysis; Education; Educational Philosophy; English; English language; English literature; Historical Interpretation; Holistic Approach; Intellectual Development; Interdisciplinary aspects; Islamic schools; Islamic studies; Language Dominance; Linguistics; Literature reviews; Methods; Pedagogy; Philosophy; Physical Development; Primary Sources; Religious Education; Semantics; Semitic Languages; Spirituality; tadrīs; tarbiyah; taʾdīb; taʿlīm; Translation; World Views; United Kingdom
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci15050559

This review examines the meaning and scope of tarbiyah and its relationship to other key Islamic educational concepts, such as taʿlīm, tadrīs, and taʾdīb, in the English- and Arabic-language literature. The central question guiding this review is as follows: what does tarbiyah signify in primary and secondary sources, and how is it conceptually linked to taʿlīm, tadrīs, and taʾdīb? Employing a narrative review, this study critically examines relevant texts to clarify the distinctions and connections among these foundational concepts, offering insight into their roles within Islamic educational discourse. The English-language literature on the subject reveals divergent views on the meaning and the interplay between these concepts, their relationships, and their hierarchical order. This is less prominent in the Arabic-language literature. A deeper understanding of tarbiyah can help shape the vision and mission of Islamic schools and teacher education programmes, while also guiding the development of educational policies and praxes that are both academically rigorous and grounded in Islamic educational principles. Such an approach supports the holistic intellectual, moral, and spiritual development of learners.